Journal of Experimental Child Psychology最新文献

If someone is wrong but sincere, is it a lie? The role of objective falsity, intention, and in children's understanding of lying. 如果有人错了但很真诚，那是谎言吗？客观的虚假性、意图和在儿童对说谎的理解中的作用。

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-12-01 Epub Date: 2025-08-08 DOI: 10.1016/j.jecp.2025.106350

Katarzyna Cantarero, Magdalena Król, Daria Gruberska, Maria Michalik, Gabriela Sorsa, Julia Żamejć, Sergio Moreno-Ríos

{"title":"If someone is wrong but sincere, is it a lie? The role of objective falsity, intention, and in children's understanding of lying.","authors":"Katarzyna Cantarero, Magdalena Król, Daria Gruberska, Maria Michalik, Gabriela Sorsa, Julia Żamejć, Sergio Moreno-Ríos","doi":"10.1016/j.jecp.2025.106350","DOIUrl":"10.1016/j.jecp.2025.106350","url":null,"abstract":"<p><p>This study investigates how objective reality (truth vs falsity), intention (honest vs dishonest) and motivation (prosocial vs self-serving) affect lie labelling and moral judgment of lies. Using a comic-based task, we conducted a study with 5-6-year-olds and 9-10-year-olds (N = 194). Participants were presented with scenarios where a protagonist made either prosocial or self-serving statements that were truthful or false, with honest or deceptive intent. Results showed that younger children were more likely to judge objectively false statements as lies, while older children placed greater emphasis on the protagonist's intention. Prosocial lies were evaluated more positively than self-serving lies. However, contrary to prior research, prosocial lies were not less likely to be labeled as lies, but unlike in previous studies children were informed about the honest or dishonest intentions, which could prevent them from interpreting self-serving motivation as dishonest intentions. Additionally, lies were based on factual statements rather than opinions. Results of this research contribute to theory of mind, moral development, and social cognition research, offering insights into how children distinguish between truth and deception. The study also introduces a novel, language-independent tool for assessing children's understanding of deception, which may have applications in cross-cultural research and educational settings.</p>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"106350"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144812591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing 4th and 5th graders to learn algebra with worked examples and self-explanation prompts. 用实例和自我解释提示帮助四、五年级学生学习代数。

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-12-01 Epub Date: 2025-08-08 DOI: 10.1016/j.jecp.2025.106348

Kelly M McGinn, Julie L Booth, Alexandra Huyghe

{"title":"Preparing 4th and 5th graders to learn algebra with worked examples and self-explanation prompts.","authors":"Kelly M McGinn, Julie L Booth, Alexandra Huyghe","doi":"10.1016/j.jecp.2025.106348","DOIUrl":"10.1016/j.jecp.2025.106348","url":null,"abstract":"<p><p>This study examined the effects of the MathByExample intervention, which integrates worked examples and self-explanation prompts into math worksheets to address 4th and 5th graders' misconceptions. Researchers conducted a year-long, classroom-based experiment in 58 U.S. classrooms, randomly assigning classrooms to experimental or control conditions. The study explored the intervention's impact on algebra readiness and the moderating effects of prior knowledge and intervention dosage. Results showed no significant overall impact of the intervention on foundational algebra knowledge (FAK) or preparation for future learning (PFL). However, further analysis provided key insights. For FAK scores, greater self-explanation prompt attempts improved learning, but only when students engaged with a high number of worksheets. Students with higher prior knowledge experienced a negative effect of attempting more worksheets, suggesting they may not benefit from excessive practice. Self-explanation attempts had a stronger positive effect for students with higher prior knowledge. For PFL scores, self-explanation attempts significantly improved PFL scores, but only for students with at least average prior knowledge, with the strongest effects seen in those completing more worksheets. These findings suggest that educators may benefit from actively incorporating the study and explanation of worked examples into elementary math instruction. To maximize their impact, teachers should regularly integrate worked examples into their lessons. Encouraging students to engage with worked examples through self-explanation may mitigate common misconceptions and enhance students' readiness for more advanced algebra concepts.</p>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"260 ","pages":"106348"},"PeriodicalIF":2.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144812592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to “Infant-parent attachment and lie-telling in young children: The Generation R Study”. [J. Exp. Child Psychol. 247(2024) 106044] 《幼儿的亲子依恋与说谎：R世代研究》的勘误表。[J。儿童心理。247(2024)106044 [j]

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-10-11 DOI: 10.1016/j.jecp.2025.106390

Lisanne Schröer , Victoria Talwar , Maartje Luijk , Rianne Kok

引用次数: 0

The developmental trajectories of implicit and explicit metacognitive monitoring and control in cued recall 线索回忆中内隐和外显元认知监控的发展轨迹。

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-10-07 DOI: 10.1016/j.jecp.2025.106367

Rumandeep K. Hayre, Madeleine Ingham, Shona Smith, Brooke Findel, Chloe Sargent, Sarah R. Beck, Melissa F. Colloff

{"title":"The developmental trajectories of implicit and explicit metacognitive monitoring and control in cued recall","authors":"Rumandeep K. Hayre, Madeleine Ingham, Shona Smith, Brooke Findel, Chloe Sargent, Sarah R. Beck, Melissa F. Colloff","doi":"10.1016/j.jecp.2025.106367","DOIUrl":"10.1016/j.jecp.2025.106367","url":null,"abstract":"<div><div>Adults are adept at metacognitively monitoring their memory accuracy—both explicitly and implicitly—and at using metacognitive control to maintain high memory accuracy. However, the development of monitoring and control is less well understood. We administered an episodic cued recall task with children aged five to 11 years (N = 106). Participants watched two video clips of everyday episodic events before answering cued recall memory questions. For each memory question, participants provided a confidence rating (explicit monitoring), sorted their answer into show/hide boxes (control), and chose to volunteer/withhold their response (control). Multiple behavioural gestures of cognitive effort (implicit monitoring; e.g., looking to carer, non-word fillers) were recorded and later coded by blind raters. Children were less accurate and less able to assign confidence to reflect their memory accuracy when they were forced to generate a response after previously saying “I don’t know”. But on volunteered trials, explicit, implicit monitoring and control measures predicted memory accuracy. There were age-related improvements in explicit monitoring for predicting memory accuracy, but there were no age differences in implicit monitoring or control processes. We found evidence for both a direct and an indirect link between confidence and memory accuracy. Our findings suggest that explicit and implicit monitoring have different developmental trajectories in cued recall and that children can be adaptive to control their memory accuracy to a similar extent from early- to mid-childhood.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106367"},"PeriodicalIF":2.0,"publicationDate":"2025-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145253040","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

School changes minds: A meta-analysis shows that schooling modestly improves children’s executive functions 学校改变思想：一项荟萃分析显示，学校教育适度地提高了儿童的执行功能。

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-10-06 DOI: 10.1016/j.jecp.2025.106371

Jamie Donenfeld, Mahita Mudundi, Erik Blaser, Zsuzsa Kaldy

{"title":"School changes minds: A meta-analysis shows that schooling modestly improves children’s executive functions","authors":"Jamie Donenfeld, Mahita Mudundi, Erik Blaser, Zsuzsa Kaldy","doi":"10.1016/j.jecp.2025.106371","DOIUrl":"10.1016/j.jecp.2025.106371","url":null,"abstract":"<div><div>Formal schooling places new demands on young children, requiring the inhibition of prepotent responses, sustained attention to instructions, and completion of academic tasks. Does this intense ‘training’ enhance children’s general cognitive abilities? Prior research exploits the arbitrary school entry cut-off date as a natural experiment, comparing same-age children in different grades. A <em>schooling effect</em> is noted when higher-grade children outperform age-matched peers in lower grades. However, evidence for this effect on executive functions remains mixed. Here, we use <em>meta</em>-analytic methods to quantify the schooling effect on executive functions for the first time. We identified 12 studies published between 1995 and 2023 (<em>N</em> <span><math><mo>≈</mo></math></span> 1,611 children, age 4.5 to 9 years, approximately 51 % female), containing a total of 33 effect sizes. A random-effects model combining 14 effect sizes (after accounting for dependencies and exclusions) revealed a small, but robust, schooling effect on children’s executive functions (<em>g</em> = 0.24, 95 % CI [0.13, 0.36]). This value provides an important reference point regarding the malleability of executive functions in early childhood.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106371"},"PeriodicalIF":2.0,"publicationDate":"2025-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145245439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Corrigendum to “The impact of handwriting and typing practice in children’s letter and word learning: Implications for literacy development” [J. Exp. Child Psychol. 253(6) (2025) 106195 “书写和打字练习对儿童字母和单词学习的影响：对识字发展的启示”[J]。儿童精神病学。253(6)(2025)106195

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-10-04 DOI: 10.1016/j.jecp.2025.106376

Gorka Ibaibarriaga , Joana Acha , Manuel Perea

引用次数: 0

Children’s understanding of conditional probabilities 儿童对条件概率的理解

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-10-02 DOI: 10.1016/j.jecp.2025.106370

Jessica Crimston, Thomas Suddendorf, Jonathan Redshaw

引用次数: 0

Developmental trajectory of prosocial behavior between 1 and 3 years: roles of infant and parental predictors 1 ~ 3岁儿童亲社会行为的发展轨迹：婴儿和父母的影响因素

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-10-02 DOI: 10.1016/j.jecp.2025.106377

Mei Wu, Xi Liang, Nanhua Cheng, Jiedi Liu, Zhaoxing Sun, Jiajia Yang, Xiaoxu Meng, Miao Li, Zhengyan Wang

{"title":"Developmental trajectory of prosocial behavior between 1 and 3 years: roles of infant and parental predictors","authors":"Mei Wu, Xi Liang, Nanhua Cheng, Jiedi Liu, Zhaoxing Sun, Jiajia Yang, Xiaoxu Meng, Miao Li, Zhengyan Wang","doi":"10.1016/j.jecp.2025.106377","DOIUrl":"10.1016/j.jecp.2025.106377","url":null,"abstract":"<div><div>The third year of life represents a critical period for formative developmental change, characterized by the rapid integration and expansion of fundamental behavioral systems. This longitudinal study investigated the developmental trajectory of prosocial behavior in children between 12 and 36 months of age, with a specific focus on the influence of infant social evaluation, contagious crying, and parental prosociality. The sample consisted of 214 Chinese infants (102 girls, 112 boys) and their families, assessed at 6, 14, 24, and 36 months. Analyses based on the full sample indicated a significant increase in prosocial behavior over time. Further examination of a subset of 89 infants revealed that infant social evaluation was positively associated with the initial level of prosocial behavior. Maternal prosocial tendencies significantly predicted the initial level of prosocial behavior, whereas paternal prosocial tendencies were positively associated with its growth rate. These findings underscore the distinct roles of maternal and paternal influences on early prosocial development within a Chinese cultural context.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106377"},"PeriodicalIF":2.0,"publicationDate":"2025-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145222654","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Executive functions in Palestinian Children: Effects of chronic conflict and psychosocial factors 巴勒斯坦儿童的执行功能：长期冲突和心理社会因素的影响。

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-09-30 DOI: 10.1016/j.jecp.2025.106374

Olivier Arvisais , Sophie McMullin , Élisabeth Bélanger , Lorie-Marlène Brault Foisy , Amjad Joma

{"title":"Executive functions in Palestinian Children: Effects of chronic conflict and psychosocial factors","authors":"Olivier Arvisais , Sophie McMullin , Élisabeth Bélanger , Lorie-Marlène Brault Foisy , Amjad Joma","doi":"10.1016/j.jecp.2025.106374","DOIUrl":"10.1016/j.jecp.2025.106374","url":null,"abstract":"<div><div>The present study investigated core executive functions (working memory, inhibitory control, and cognitive flexibility) in Palestinian boys aged 9 to 11 living in two distinct conflict-affected contexts: the Gaza Strip and the West Bank. Data from 123 children enrolled in UNRWA-administered schools were analyzed to explore how ongoing exposure to conflict-related trauma affects executive functioning. The participants completed adapted cognitive tasks (Stroop, spatial n-back, Wisconsin Card Sorting Task) and self-report measures of resilience, well-being, and traumatic event exposure. Robust MANOVA indicated significant differences between groups, with Gaza children displaying slower but more accurate working memory performance and fewer reported traumatic events compared to their West Bank counterparts, who responded faster but with lower accuracy and reported higher trauma exposure. Within-group analyses revealed nuanced associations; higher resilience and well-being were linked to improved executive function outcomes, particularly in Gaza, highlighting potential protective effects. Conversely, trauma exposure exhibited context-specific cognitive correlates, suggesting differential impacts depending on trauma characteristics. The findings underscore the complexity of trauma effects on executive functions and highlight the importance of resilience and well-being as potential buffers. This study emphasizes the necessity for tailored psychosocial and educational interventions to mitigate the cognitive impacts of chronic conflict exposure in children.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106374"},"PeriodicalIF":2.0,"publicationDate":"2025-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145208078","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

US and Korean children prefer equality, but Korean children are more tolerant of ingroup-favoring allocations 美国和韩国的孩子更喜欢平等，但韩国的孩子更能容忍群体内的分配。

IF 2 2区心理学

Journal of Experimental Child Psychology Pub Date : 2025-09-29 DOI: 10.1016/j.jecp.2025.106375

Young-eun Lee , Seul-kee Jung , Hyun-joo Song , Felix Warneken

{"title":"US and Korean children prefer equality, but Korean children are more tolerant of ingroup-favoring allocations","authors":"Young-eun Lee , Seul-kee Jung , Hyun-joo Song , Felix Warneken","doi":"10.1016/j.jecp.2025.106375","DOIUrl":"10.1016/j.jecp.2025.106375","url":null,"abstract":"<div><div>It has been shown that with age, US children become more likely to prefer equal over unequal allocations and do so in an impartial way for both ingroup and outgroup members. However, it is possible that such findings are based on norms of impartiality that are more common in Western societies than in collectivistic societies which place a greater emphasis on group loyalty. For example, children from a collectivist society might endorse ingroup-favoring allocations more than equal allocations or outgroup-favoring ones. In this pre-registered study, <em>n</em> = 205 5- to 12-year-olds from the US and South Korea saw hypothetical scenarios in which a child divided resources (e.g., chocolates) between their ingroup and outgroup. Group membership was manipulated using a minimal group paradigm based on team colors. Children evaluated equal, ingroup-favoring, and outgroup-favoring allocations. Results showed that children from both samples overall evaluated equal allocations most positively. However, Korean children judged ingroup-favoring allocations more acceptable and less deserving of punishment than did US peers. Both results were consistent across ages, suggesting the developmental stability of these effects from middle childhood into early adolescence. We discuss how the current results provide insight into cross-cultural differences in fairness norms.</div></div>","PeriodicalId":48391,"journal":{"name":"Journal of Experimental Child Psychology","volume":"262 ","pages":"Article 106375"},"PeriodicalIF":2.0,"publicationDate":"2025-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145201690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0